Reflection: Modeling Where On The Line? - Section 2: Where On The Line Game

 

Often when I try to come up with a game it is to help students visualize the concept I am trying to teach. Here I have created a game where students try to figure out where a number might be on a covered number line. The reason for this is to help them think of the number line as a tool that can help them when they are trying to solve a problem. 

If a student has a vague idea of the relative position of one number to another (knowing the end points on the number line) then he/she should be able to think about where to begin when using a more informal blank number line. If they want to add they want to begin to the left of the line, but if they want to subtract, they need to begin to the right of the line. 

I am hoping students will begin to form a mental picture of how the number line is arranged so they can use the number line when trying to figure out a math problem.

Understanding number lines  as a way of modeling with math (MP4) is important for number sense, number relationships relative to one another within 1000, and proportional reasoning (important for fractions, etc.).


 


 

  Visualizing
  Modeling: Visualizing
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Where On The Line?

Unit 18: Strategies That Work
Lesson 7 of 16

Objective: SWBAT estimate where a number would fall on an open (blank) number line, and use the line to solve math equations.

Big Idea: Do you know where a number would be? Can you use a number line as a tool to solve problems?

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2 teachers like this lesson
Subject(s):
Math, Number lines , Number Sense and Operations, Operations , addition, subtraction, review, estimation
  55 minutes
screen shot 2014 06 08 at 10 09 29 pm
 
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